OSU Climate Plan DRAFT version 1.2
9/09/09
NOTE TO READERS: Significant content changes since version 1.1 show up as tracked changes in
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Table of Contents
Definitions
Introduction
Infrastructure
GHG Inventories
Baseline
Goals
Financing
Measurement, Tracking & Reporting
Education and Community Engagement
Research
Definitions of Key Terms
1) “Carbon dioxide” (CO2) means the chemical compound containing one atom of carbon
and two atoms of oxygen.
2) “Carbon dioxide equivalent” (CO2e) represents the quantity of a greenhouse gas
multiplied by a Global Warming Potential (GWP) factor, relative to CO2. This is the
“standard unit” used to quantify various greenhouse gasses.
3) “Global Warming Potential factor” (GWP) means the radiative forcing impact of one
mass-based unit of a given greenhouse gas relative to an equivalent unit of carbon
dioxide over a given period of time. For instance, methane (CH4) has a GWP of 23,
meaning that every gram of methane will trap 23 times as much solar radiation as a
gram of CO2.
4)
“Greenhouse gas” (GHG) is any gas that contributes to anthropogenic global warming
including, but not limited to, carbon dioxide, methane, nitrous oxide,
hydrofluorocarbons, perfluorocarbons, and sulfur hexafluoride.
5)
“Metric ton, tonne, or metric tonne” (mt) means one metric tonne (1000 kilograms) or
2204.62 pounds.
6)
“Total emissions” or “Gross emissions” is the calculated sum of GHGs emitted due to
OSU-related activities.
1
7)
“Net emissions” is the calculated sum of GHGs emitted minus renewable energy
certificates, composting activities and carbon offsets.
8)
“Emissions sources” are distinct sources of greenhouse gases. Athletics air travel,
student commute and fertilizer are examples of emissions sources.
9)
“Emissions categories” are high-level groupings of related emissions sources. Air
travel, ground transportation and agriculture are examples of emissions categories.
10) “Mitigation strategies” are distinct groups of actions that will reduce or mitigate net
emissions. Three are used here: conservation and efficiency; renewable energy and
fuels; and carbon offsets and renewable energy credits (RECs).
11) “Renewable energy source” means any source of energy that is replenished rapidly by
natural processes. Renewable sources may include, but are not limited to, wind, solar,
hydroelectric, biomass, geothermal, tidal or sea currents etc.
12) “Renewable Energy Certificate” (REC) is a tradable certificate that represents a unit of
energy produced by renewable energy sources. The owner of a REC can claim that they
are using renewable energy equal to the amount of RECs owned.
13) “Renewable energy fee” or “Green fee” refers to the student-approved initiative that
directs $8.50 per term per student towards the purchase of RECs. These RECs offset a
large percentage of OSU’s electrical consumption with additions of clean, renewable
energy to the electrical grid.
14) “Carbon offsets” are reductions of greenhouse gases that can be used to counteract
emissions from other activities, measured in metric tonnes of CO2e. While similar,
carbon offsets are not the same as Renewable Energy Certificates (RECs).
15) “World Business Council for Sustainable Development (WBCSD)” is a global
association of business representatives that deals exclusively with business and
sustainable development.
16) “Intergovernmental Panel on Climate Change (IPCC)” is a scientific body established to
provide policymakers with an objective source of information on climate change. The
IPCC performs no research nor does it monitor climate data; it instead offers analysis of
research and climate data as an objective body with a broad range of views, expertise
and wide geographical coverage.
17) “American College and University Presidents Climate Commitment” (ACUPCC) is an
effort to encourage commitments from institutions of higher learning to neutralize
greenhouse gas emissions and prioritize the research and education efforts aimed at
stabilizing earth’s climate.
2
OSU CLIMATE PLAN DRAFT
Introduction
As one of only two institutions in the United States with land, sea, space and sun grant
designations, as well as being ranked by the Carnegie Foundation as having “very high
research activity”, Oregon State University (OSU) has significant potential to make major
contributions to human understanding of and adaptation to global climate change,
while demonstrating real ways to reduce human impact on the Earth’s climate.
OSU is emerging as a recognized national leader in sustainability. Key accomplishments
include:
 Being recognized by organizations like the US Environmental Protection Agency
and the Sustainable Endowments Institute as a leader in campus sustainability,
ranking in the top 25 colleges and universities in the nation.
 The journal Conservation Biology ranked OSU’s conservation biology program
No. 1 in North America
 OSU ranks 17th among all U.S. universities in R&D expenditures in Environmental
Sciences
 Oregon Sea Grant at OSU is the nation's top-ranked Sea Grant program.
 U.S. News and World Report in 2007 ranked the Oregon Master of Public Health
Program (OMPH) in community health second in the nation.
 OSU ranks sixth in the United States and eighth globally in coral reef research
cited for its scientific significance.
Oregon State recognizes the potential of organizing these efforts into a comprehensive
sustainability strategy. In signing the American College and University Presidents
Climate Commitment (ACUPCC), OSU President Ed Ray prompted the university to begin
a strategic planning process for climate neutrality. As stated in the ACUPCC, OSU is
required to:
Within two years of signing this document, develop an institutional action plan for becoming
climate neutral, which will include:
i. A target date for achieving climate neutrality as soon as possible.
ii. Interim targets for goals and actions that will lead to climate neutrality.
iii. Actions to make climate neutrality and sustainability a part of the curriculum and other
educational experience for all students.
iv. Actions to expand research or other efforts necessary to achieve climate neutrality.
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v. Mechanisms for tracking progress on goals and actions.
As a sustainability leader, OSU would seem well positioned to move easily toward
climate neutrality. However, the challenges faced by this institution to truly achieve a
climate neutral state are as daunting as for most other large public research institutions.
Recent planning initiatives have articulated OSU’s strategic direction with respect to its
education, research and outreach activities. The Oregon State University Strategic Plan
charts a path for OSU to become one of the top 10 Land Grant universities in the United
States.
Climate Plan Organizational Framework
In the same way the OSU Strategic Plan addresses the university’s mission on a broad
scale, a strategic effort is necessary to articulate an institutional vision to move toward
climate neutrality. Indeed, this climate plan highlights and builds on the strong
emphasis on sustainability in the Strategic Plan, which outlines the following Signature
Areas of Distinction:
 Advancing the Science of Sustainable Earth Ecosystems
 Improving Human Health and Wellness
 Promoting Economic Growth and Social Progress
Building on the OSU Strategic Plan and other planning efforts, this document identifies a
strategic framework for achieving climate neutrality at Oregon State University. While
strategy is outlined in this plan, not every implementation tactic is specified. Because of
the size and complexity of OSU, a separate living document will specify a more
comprehensive set of tactics than can be detailed here. Since a full implementation
plan will contain potentially hundreds of actions, this document contains a set of
example actions associated with each goal and strategy. These example actions are
included to give a sharper flavor to the strategic direction outlined in this plan.
This document is supported by a variety of other documents, as outlined in Appendix
__. Where appropriate, links to these supporting and reference documents are included
in the text of the climate plan, particularly since it is anticipated this will be largely
circulated as an electronic document.
OSU’s climate planning work will be supported by other planning, tracking and
implementation efforts. For example, when it is available, OSU will use the Sustainability
Tracking, Assessment and Rating System (STARS) from the Association for the
Advancement of Sustainability in Higher Education (AASHE). AASHE has indicated STARS
will be released in 2009.
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It is expected that the Climate Plan, its implementation documents, STARS, Oregon
University System and State of Oregon goals, combined with existing campus efforts,
will round out Oregon State University’s efforts to manage common sustainability and
climate change issues. By these methods, OSU expects to remain among the top 25
institutions in the United States addressing sustainability and climate issues.
This Climate Plan is divided into three primary “chapters” meant to address the specific
components of the ACUPCC (items i-v above):
 Infrastructure – focuses on the operational components of the university
including, building operation, transportation, and other business practices. This
chapter addresses items i, ii and v above.
 Education and Engagement – discusses campus community learning, including
curriculum, experiential learning and employee and community engagement.
This chapter addresses item iii above.
 Research – outlines institutional research strengths on which future actions can
be built. This chapter addresses item iv above.
The three chapters each contain two primary subsections, the purposes of which,
respectively, are to:
1. Reference Phase II of the OSU Strategic Plan as the official and most up-to-date
document articulating university vision and direction, and highlight points from
the Strategic Plan that are relevant to the ACUPCC and the Climate Plan.
2. Share additional information and campus community input gathered and
formulated during the climate planning process. These are included as
Supporting Activities, as they are in support of the OSU Strategic Plan.
Many Supporting Activities advance specific Strategic Plan Phase II elements.
As an educational enterprise and a land, sea, space and sun grant institution, Oregon
State University has the potential to have tremendously positive effects on mitigating
climate-changing activities worldwide. The vast majority of this positive impact will not
occur within university-owned systems or properties. As such, and given current
measurement protocols, it is difficult to quantitatively acknowledge OSU’s impact on
global greenhouse gas reduction.
As discussed in more detail in the Research chapter, OSU is engaged in research
activities examining – and in many cases reducing – greenhouse gas emissions, global
climate change impacts and mitigation techniques.
Similarly, one of OSU’s largest positive impacts is the education provided to its students.
As detailed later in the Education and Engagement chapter, the university expects to
emphasize curriculum that advances the OSU Strategic Plan’s three Signature Areas of
Distinction. As discussed below, the Signature Areas stress the importance of
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“Improving the understanding of the earth ecosystems upon which all life depends, and
promoting their sustainability…”
As such, it is likely that because OSU graduates are expected to have some exposure to
climate, sustainability and natural resources issues, they will reduce in some amount
global greenhouse gas emissions as they enter the workforce, in whatever profession
they choose. However, like research activities, it is difficult to measure and attribute the
resulting emissions reductions. The strategies outlined in the Education and
Engagement chapter help increase the exposure of students to these concepts during
the academic careers at OSU.
College and Department Strategies
While several OSU department and college strategic efforts are addressed in each of the
three chapters, there are a number of other cross disciplinary efforts worth noting here.
Specifically, several OSU colleges have identified sustainability and climate issues as core
components of their college strategic plans, as summarized in the table below.
College of Agricultural Sciences (2004)
o The Oregon Agricultural Experiment Station plans and carries out its work in the
agricultural, biological, social, and environmental sciences. Its director is also
the dean of the College of Agricultural Sciences. Research is targeted to
improve Oregon’s economic, social, and environmental well-being and
sustainability…
o As part of its Vision. The Oregon State University College of Agricultural
Sciences is a responsive force for: fostering economic growth and
sustainability…
College of Business Strategic Plan (February 2007)
o Strategic Initiative – Entrepreneurship and Innovation. Provide expertise and
knowledge in developing sustainable business practices and new products,
processes and organizational forms.
o Desired Capabilities – Education Programs. We offer high quality business
education integrating information technology, ethics, sustainability, the global
economy, and the entrepreneurial process.
o Scholarship Objectives and Actions – Measures to assess progress in meeting
required capabilities for “Scholarship”. Faculty publication and productivity
especially in family business, sustainability, and entrepreneurship and
innovation.
o Infrastructure Objectives and Actions -- Objective: Maintain the physical
facilities and implement sustainable practices. Establish baseline to measure
sustainable practices in the building and implement best practices.
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College of Engineering FY06-07Business Plan (2006?)
Within the Business Plan, COE identifies an Energy Systems research cluster, the
goal of which is to develop innovative alternative energy systems capable of
providing electric power or transportation fuels using centralized or distributed
energy sources, while creating new industries and family-wage jobs in Oregon.
Launched in 2009, the Sustainable Energy & Infrastructure (SENERGI) initiative
addresses issues of supply and environmental impact simultaneously, through
three objectives:
1. Discover high-impact solutions, exploring multiple pathways to energy
independence.
2. Commercialize breakthroughs, and put sustainable energy solutions to
work through industry partnerships, spinoff companies and technology
licensing.
3. Develop engineering leadership by incorporating the latest clean and
renewable energy concepts into the curriculum, involving both
undergraduate and graduate students in research projects and
providing hands-on experience through internships with industry
partners.
College of Forestry Strategic Plan (Spring 2002)
o Three overarching themes that encompass our goals: …Broaden and diversify
interests and scope of programs…Become the world leader in interdisciplinary
approaches to achieving sustainability of forest resources.
o Seven major factors that will influence the College’s future. The world and the
workplace require professionals who possess and are comfortable with diverse
ideas, perspectives, and cultures. The College aims to produce a diverse
community of graduates who will enrich society, solve complex problems, and
help achieve sustainability.
o Goals of the College of Forestry – Develop collaborative and interdisciplinary
approaches to address complex issues through teaching, research, and
extended education. Expand activities of the Sustainable Forestry Partnership.
College of Oceanic and Atmospheric Sciences Strategic Plan (Executive Summary,
2008)
The COAS scientific focus has long been on integrative Earth System Science with
emphasis on the impacts of global scale processes on the Pacific Northwest. This focus
directly supports the College’s goal to ensure the long-term ecological and economic
sustainability of our region through fundamental research, technology development,
and the creation of meaningful partnerships within the University, with government
agencies at all levels, and with the private sector.
Highlighted “Sustainability” Statements in OSU College Strategic Plans
7
As mentioned, the OSU Strategic Plan rearticulates and keeps current Oregon State
University’s institutional vision and mission. Strategic Plan Phase II responds to the
changing needs of students, the research community, the State of Oregon and Earth’s
ecosystems.
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OSU Strategic Plan - Phase II
In 2008-2009, Oregon State University embarked on an effort to create Phase II of its
2004 Strategic Plan for the 21st Century. This effort included adoption of a single
overarching imperative and two educational action commitments to guide the university
from 2009-2013. Phase II also refined the 2004 Strategic Plan thematic areas into three
new Signature Areas of Distinction:
 Advancing the Science of Sustainable Earth Ecosystems
 Improving Human Health and Wellness
 Promoting Economic Growth and Social Progress
Strategic Plan Imperative and Action Commitments
The Imperative identified in Phase II of the Strategic Plan is to foster exceptional
education research and outreach initiatives that sustain human well being and improve
the quality of human life. Acting on this imperative requires understanding diverse,
complex interactions among populations, demographics, human health, climate, access
to natural resources (including safe food, clean water and air, and wood products),
sustainability, economic vitality, cultural diversity, and new technologies, among others.
Well-being and quality of life are enhanced by the fine and performing arts and the
humanities and social sciences, which promote understanding and improvement in
human interactions within and across cultures.
Phase II includes two commitments, paraphrased here:
1.
2.
OSU will lead in developing a globally competitive workforce and an informed and capable
citizenry. Students will acquire the understanding of major political, social and intellectual trends
– and the functions of the natural world – necessary to address complex academic and research
problems.
OSU will address multifaceted national and global challenges that resist simple technical or social
solutions.
Strategic Plan Signature Areas of Distinction
While all three areas of distinction have traceable connections to principles within the
sustainability movement, and ties to human understanding of and influence on climate
change, the Signature Area of Advancing the Science of Sustainable Earth Ecosystems
outlines a strategic direction that most directly meets the tenets of the ACUPCC.
The Ecosystems Signature Area goes on to be defined as OSU’s opportunity to create
superior learning opportunities for students by:
Improving the understanding of the earth ecosystems upon which all life depends, and
promoting their sustainability through high-impact public policy involvement with issues such as
climate change, food security and safety, renewable energy production, and economically viable
natural resource management
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The creation of the Ecosystems Signature Area developed out of OSU’s understanding of
historical environmental problems associated with the era since the Industrial
Revolution. Complications generated by population growth, economic activity and
consumption of fossil fuels, have prompted OSU leadership to identify consequences for
oceans, forests, agricultural lands, fresh water and the atmosphere.
This signature area also identifies future challenges at both the local and global scales:
 linking the drivers of climate and ecosystem change to their impacts on natural
and human systems
 assessing strategies to mitigate the human “footprint,” (such as carbon
sequestration, consumption moderation, and resource conservation)
 formulating strategies that balance sustainable environmental, social, and
economic systems
OSU has several top-ranked programs that give it tremendous advantages in the study
of earth ecosystems. Also, synergy is attained by close proximity and interdisciplinary
interaction of faculty and students from these programs. Capabilities in these areas
represent an opportunity to establish distinctive interdisciplinary educational programs
that teach students how to solve problems creatively at the overlap of natural and
human systems.
Strategic Plan Goals
Phase II of the Strategic Plan reaffirms three goals:
1. Provide outstanding academic programs that further strengthen performance
and pre-eminence in the three Signature Areas of Distinction.
2. Provide an excellent teaching and learning environment and achieve student
access, persistence and success through graduation and beyond that matches
the best land grant universities in the country.
3. Substantially increase revenues from private fundraising, partnerships, research
grants, and technology transfers while strengthening our ability to more
effectively invest and allocate resources to achieve success.
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Infrastructure
Introduction:
As stated in the Education for Climate Neutrality and Sustainability: Academic Guidance
for ACUPCC Institutions, signatory institutions to the American College and University
Presidents Climate Commitment (ACUPCC) must detail:

Campus Emissions – describes the institution's current emissions trajectory and sets
a target date for climate neutrality. This section should include visual
representations of the institution's emissions trajectory under business as usual and
under the ACUPCC plan, as well as a graph illustrating the contribution to the
institution's total emissions from each emission source.

Mitigation Strategies – shows how the institution intends to achieve climate
neutrality. This section should include sub-sections describing how the institution
will neutralize emissions from each source.
Climate neutrality is defined by the ACUPCC as “…having no net greenhouse gas (GHG)
emissions, within a minimum scope of boundaries”.
Neutrality is to be achieved by minimizing emissions as much as possible, and using
carbon offsets or other measures to mitigate the remaining emissions. This applies to
all Scope 1 and 2 emissions, as well as those Scope 3 emissions from commuting and
from air travel paid for by the institution.
Scope 1 includes direct GHG emissions from sources owned or controlled by the
institution such as combustion of natural gas, gasoline, propane and diesel, and other
sources. Scope 2 includes indirect emissions from purchased electricity. For more
details on OSU emissions within these scopes, please see OSU’s greenhouse gas reports
webpage.
This Infrastructure section contains four primary subsections, the purposes of which are
to:
1. Explain the imperative for a Climate Plan, including references to the Phase II of
the OSU Strategic Plan, the Facilities Services’ Strategic plan, as well as other
reasons to act;
2. Detail current campus emissions, display emissions trajectories, and outline state
and institutional emissions goals;
3. Detail current and future actions, policies and procedures related to
infrastructure; reduction goals for each emissions source and the mitigation
scenarios and strategies that will enable OSU to meet either state or internal
goals; and a financial analysis of scenarios;
4. Describe tracking, measurement and reporting protocols.
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1. Imperative For Action
1.1
OSU and Facilities Services’ Strategic Plans
In supporting OSU’s mission-related activities of education, research and outreach, it is
extremely important to model the tenets of the mission in the operation and
management of infrastructure. Because the operation of this infrastructure is
responsible for the real emissions of greenhouse gases (GHGs), infrastructure is a
central focus of the ACUPCC and this climate plan.
While the OSU Strategic Plan’s main focus is on the mission-related activities of OSU,
infrastructure is also recognized as a critical component in supporting the mission.
Additionally, for many disciplines, opportunities for experiential learning exist on
campus in relation to infrastructure. Such an opportunity has been and can be further
captured in the creation and implementation of this Climate Plan.
Strategic Plan Phase II also includes “Substantially reducing OSU’s carbon footprint” as a
university-wide initiative. As such, this Climate Plan is the first of many steps to
implement that portion of the Strategic Plan Phase II.
Facilities Services, the department responsible for the development and maintenance of
campus infrastructure, has a Strategic Plan that recognizes the need for a “reliable utility
infrastructure” and “well-maintained buildings that support our staff”. Connecting
these values with a reduction in greenhouse gas emissions may be somewhat abstract,
but a large portion of the climate plan will focus on buildings and making them more
efficient. Efficient buildings are typically healthier and more reliable, highlighting
additional benefits of efficient buildings.
Financial considerations cannot be ignored. Efficient buildings cost less to operate than
their less-efficient proxies. By using resources efficiently, emissions of GHGs are
reduced and financial savings are realized as well. The economic benefit of building
efficiency cannot be overlooked, and many emissions reductions actions will yield some
cost savings.
1.2
Other Reasons to Act
Beyond what is stated in the strategic plans above, there are numerous reasons why
OSU should act to reduce its emissions.

Reduce energy expenses and buffer the effects of volatility in the energy markets
o Energy conservation and efficiency projects have associated cost-savings,
which will reduce OSU’s operating costs and improve long-term financial
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



health. A reduced level of energy consumption will reduce OSU’s risk to
the often-volatile energy markets.
Reduce the exposure of the university to future regulation
o Legislation is currently being proposed that could cap or tax emissions.
By acting now, OSU minimizes its exposure to the effects of this
legislation and the resulting changes in the demand market.
Increase research and educational opportunities
o The design, construction and implementation of new technologies and
practices that reduce emissions will require significant investments in
research and education. Institutions could achieve win-win-win
scenarios, by attracting R&D dollars, offering experiential learning
opportunities and reducing emissions.
Appeal to the desire of students, faculty and staff, and the community
o There has been significant interest in OSU’s environmental impacts from
stakeholders. 70% of voting students voted ‘Yes’ to install the $8.50 per
term ‘Green Fee’ which purchases renewable energy credits (RECs).
Be a leader in an area where OSU holds significant scientific clout
o OSU is nationally recognized for its research related to Geosciences,
Oceanic and Atmospheric Sciences, Engineering, Agricultural Sciences,
Forestry and Conservation Biology. These fields are all closely related to
climate, and inaction by the institution on emissions may damage OSU’s
scientific reputation.
2. Current Emissions, Reduction Goals and Emissions
Trajectories
2.1
Current Emissions
In Fiscal Year 2008, OSU had total gross emissions of 170,197 metric tonnes (t) of carbon
dioxide-equivalent (CO2e). This represents a 2.3% increase from FY07. Net emissions
were 117,210 t CO2e, a 29.6% decrease from FY07. The majority of this decrease was
due to the student-funded purchase of renewable energy credits (RECs). Emissions by
source are displayed in Table 1. In Figure 1, emissions from FY90 to FY08 are shown
graphically by source.
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Table 1. Emissions by Source
Source
FY07
Purchased Electricity
Stationary Sources
Fleet and Maintenance
Agriculture
Solid Waste
Refrigerants
Commute
Air Travel
Other Directly Financed Travel
Total Gross Emissions
Renewable Energy Credits (RECs)
Compost 'credits'
Net Emissions
93,167
31,326
3,119
2,222
346
1,845
4,504
14,759
0
151,288
(1,234)
(1)
150,053
FY08
85,093
34,472
1,699
2,371
357
273
9,132
35,653
1,148
170,198
(52,981)
(6)
117,211
Figure 1. Net Emissions by source FY90 - FY08
160,000
140,000
Net Emissions (t CO2e)
120,000
Other Directly Financed Travel
100,000
Air Travel
Commute
80,000
Refrigerants
Solid Waste
60,000
Agriculture
Fleet and Maintenance
40,000
Stationary Sources
20,000
Purchased Electricity
0
Fiscal Year
It should be noted that the emissions reported above are not comprehensive;
potentially large emissions sources like embodied energy of purchased goods, emissions
from construction, and long-distance student travel (for study abroad, travel to/from
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home and university, etc.) are not included. However, the emissions reported above
meet and exceed the reporting requirements of the ACUPCC. OSU will continue to use
the existing scope included above for reasons detailed in the FY08 Greenhouse Gas
Inventory Report.
2.2
Emissions Trajectory
Due to the low availability data needed to create an historical accurate greenhouse gas
profile, it is difficult to measure historical emissions prior to 2003. Using a compilation
of recent and sporadic historical data, a rough estimate of FY90 emissions and annual
growth of emissions were possible. The analysis estimated:


FY90 emissions of approximately 111,000 t CO2e
Annual gross emissions increases of approximately 1.9%
Annual growth of emissions would continue at this rate in a business-as-usual scenario.
A major capital project, the Energy Center, will make an immediate and long-lasting
impact on emissions. This co-gen facility will burn fuel (mainly natural gas, but also
diesel and potentially biofuels) and create not only steam, but electricity as well. It has
been estimated that emissions resulting from electricity will decrease by nearly 50%;
natural gas consumption will rise by 16%. Due to these factors, emissions for FY10 (the
first complete year the Energy Center will be fully operational) should decrease
significantly.
Past, current and projected emissions are represented in Figure 2.
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Table 3. OSU Net Emissions Projections
Actual and Estimated Net
Emissions
250,000
Business As Usual (1.8% annual
increase)
196,889
Net Emissions (t CO2e)
200,000
FY07
150,053
150,000
FY90
110,952
75% Below 1990
Est, FY09
119,918
Pathway to meet 2020 State
Goal
100,000
10% below FY90
99,857
10% Below 1990
Pathway to meet 2050 State
Goal (min. annual reduction
1,671 t CO2e)
Est. FY10
94,576
Pathway to meet 2012
Institutional Goal
50,000
Pathway to meet 2020
Instituitonal Goal (min. annual
reduction 6,684 t CO2e)
75% below FY90
27,738
FY90
FY92
FY94
FY96
FY98
FY00
FY02
FY04
FY06
FY08
FY10
FY12
FY14
FY16
FY18
FY20
FY22
FY24
FY26
FY28
FY30
FY32
FY34
FY36
FY38
FY40
FY42
FY44
FY46
FY48
FY50
0
Pathway to meet 2025
Institutional Goal (min. annual
reduction 6,305 t CO2e)
Fiscal Year
Using the estimated FY90 as a baseline, state goals require FY20 emissions to be no
more than 99,857 t CO2e. If the aggressive, internally-set goals are adopted, this level
of emissions must be reached by 2012. Even though FY10 emissions are estimated to be
less than this level, emissions should not increase or OSU would be noncompliant with
State and internal goals because the first interim goal requires arresting the growth of
emissions. To achieve state mandate of 75% below 1990 levels by 2050, emissions for
FY50 must be no more than 27,738 t CO2e. This would be the required level for FY20 if
internal goals are adopted. Climate neutrality, defined by the ACUPCC as having no net
greenhouse gas emissions, would be reached by FY25 under internal goals; state goals
do not require this target.
2.3
State and Institutional Emissions Goals
Governor Kulongoski enacted with Executive Order 06-02, and the Legislature ratified
with HB3543, the following state greenhouse gas emissions goals:



By 2010, arrest the growth of greenhouse gas emissions and begin to reduce
greenhouse gas emissions.
By 2020, achieve greenhouse gas levels that are 10 percent below 1990 levels.
By 2050, achieve greenhouse gas levels that are at least 75 percent below 1990
levels.
It is the desire of this institution to 1) set aggressive and attainable goals to significantly
reduce greenhouse gas emissions and 2) achieve climate neutrality. The state goals
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outlined above do not fully accomplish these desires. Therefore, the following
greenhouse gas emissions goals have been set internally by OSU:




By 2010, arrest the growth of greenhouse gas emissions and begin to reduce
emissions.
By 2012, achieve net greenhouse gas emissions at least 10 percent below 1990
levels.
By 2020, achieve net greenhouse gas emissions at least 75 percent below 1990
levels.
By 2025, achieve net climate neutrality.
3. Emissions Reduction Timeline and Financial Analysis
and Emissions Category Mitigation Strategies
In this section, the estimated impacts of three major mitigation strategies
(efficiency/conservation, renewables and offsets/RECs) are analyzed and the estimated
implementation schedule displayed graphically.. As well, each emissions category (air
travel, electricity, solid waste, etc.) has a complete list of strategies needed to attain
emissions reductions goals. Example actions for each category are shown for reference.
An implementation document will be developed following submission of this climate
action plan, where a comprehensive set of actions will be outlined.
3.1.1 Emissions Reduction Timeline
Figure 3 presents a timeline of emissions reductions – and the general types of
reductions – needed to meet both interim and final goals. These reductions are based
in part on information provided by McKinstry Inc., an engineering firm contracted by the
Oregon University System Chancellor’s Office to perform high-level energy assessments
for OUS campuses. McKinstry analyzed and estimated possible reductions for each of
the three main mitigation strategies:
1) direct reduction in emissions (conservation & efficiency)
2) renewable energy and fuels
3) offsets and RECs (REC wedge represents current and future purchases funded by the
student renewable energy fee)
17
3.1.2 Financial Analysis
Costs, both capital and lifetime, will fluctuate significantly from project to project within
the different mitigation strategies. Until all potential actions are analyzed, exact costs
to the university will not be known. One thing is almost certain: the longer
organizations wait to act, the more expensive emissions reductions and climate
neutrality will become.
The McKinstry assessment made estimates of costs and associated savings of energy
conservation projects on OSU buildings. Also included was a cost analysis of installation
of a large solar PV project. This information is presented below.
Energy Conservation: If all conservation projects listed in the assessment were
implemented today, the total estimated cost to the university would be $55 million.
Annual savings resulting from these changes would be around $2.7 million. Due to
estimated increases in utility costs, financial savings would total $52.5 million over the
course of 15 years.
Not all of the conservation projects listed would result in increased need for capital
repair money, as a number of these projects are on deferred maintenance and other
capital improvement lists. As well, outside funding sources such as state and federal
energy grants could be leveraged to reduce the cost to the university.
18
Renewable installation: The total estimated cost of a solar array supplying 20% of OSU’s
electricity would be $135 million. The total financial burden to OSU could be
significantly reduced by incentives, private partnerships and state and federal grants.
The university would see an estimated $1.2 million annual reduction on its electricity
bill.
Offsets and Renewable Energy Credits (RECs):
The estimated market price of carbon offsets ($/ t CO2) and RECs ($/MWh) over the
coming years varies wildly, with some sources estimating carbon offset prices of $15/t
while others estimate prices of over $100/t. In a 2007 MIT study, the price of one metric
tonne CO2e in 2025 varied between $18-79, depending on the legislation enacted. The
uncertainty over future legislation means future carbon prices are equally uncertain.
Currently, OSU pays approximately $5 to offset, through RECs, one metric tonne of
CO2e. The current price for a verified carbon offset varies between $2.75 and $33 per t
CO2e offset. In the regulated European Union market, carbon offsets are currently
valued at €15 or approximately $21/ t CO2e.
Assuming a carbon offset price of $15/t CO2e, it would cost OSU approximately $2.5
million to fully offset current emissions. If emissions, carbon offset prices, or both,
increase, this cost will increase. The uncertainty of future legislation and the volatility of
the carbon offset market will increase OSU’s exposure to financial risk.
While actual reductions of GHG emissions are desirable, it is likely that carbon offsets
will play a role in achieving carbon neutrality for the foreseeable future. There has
been considerable controversy relating to carbon offsets, their effect on the
environment and disadvantaged populations, as well as their actual impact on reducing
GHG emissions. While some of these issues are well-founded, there are independent
organizations that have created standards for carbon offsets that ensure offsets are
indeed reducing net carbon emissions. OSU shall, in any of its purchases of offsets or
renewable energy credits (RECs), ensure that all purchased offsets are:




3.2
Real and measureable – emissions will be reduced and these reductions will be
measureable
Additional – emissions reductions would not have occurred otherwise
Permanent – emissions reductions are permanent
Independently verified – actual emission reductions will be verified by a 3rd party
organization such as Green-e or the Voluntary Carbon Standard
Action Analysis
19
Following the submittal of this strategic document, a comprehensive analysis of actions
will be completed. Actions will be evaluated on the following tentative criteria, though
not necessarily in this order:







Financial payback
Cost per t CO2e mitigated
Visibility
Education or research value/potential
Scalability
Maintenance and other associated benefits
Community interest
Upon completion of the analysis, all actions will be represented on a graph similar to
Figure 5.
Figure 5.
In this graph, each vertical bar represents an action, the height of the bar represents
cost, and the width of the bar represents emissions reduction potential. An action with
a negative lifetime cost (i.e. a revenue-positive measure) will have a bar that falls below
the x-axis. Actions that have a lifetime cost will be above the x-axis. A wide bar
represents an action with more mitigation potential than a thin bar.
3.3 Mitigation Strategies and Goals by Emission Category
3.3.1 Air Travel
REDUCTION GOAL:
By 2012, reduce net emissions from air travel to no more
than 40,000 t CO2e
2020 and 2025 figures for each emissions source will be
added.
Goal Overview:
In FY08, air travel was the largest source of net emissions for OSU, contributing more
than 35,000 t CO2e. Emissions from air travel have increased rapidly in the past years;
20
the European Environmental Agency estimated that emissions from air travel increased
73% between 1990 and 2005. The stratospheric growth of air travel, Oregon’s coastal
location and the lack of alternatives to air travel make this a difficult source to mitigate.
Even with these complicating factors, emissions from air travel can be reduced without
drastically impacting the way OSU does business. If OSU instead aims to meet state
goals (10% below 1990 levels by 2020), no more than 40,000 t CO2e resulting from air
travel should be emitted in FY20.
Impact to Stakeholders:
Depending on the strategies and actions chosen to meet the reduction goal for air
travel, the effect on the OSU community will vary. Undoubtedly, groups within Business
Affairs and our contracted travel agents will be affected. It is likely that Athletics,
student groups and others involved in group travel will be affected as well. All faculty,
staff and students may be affected in some way if some of the more aggressive
strategies and actions are undertaken.
Primary Stakeholders



Business Affairs
Contracted travel agents
Athletics
Summary of Air Travel Emissions Reduction Strategies:
Strategy 1:
Encourage alternative transportation modes
While traveling by plane is certainly the fastest way to go, there are other
methods of travel that compare well in terms of speed and convenience
but with a much lower carbon impact. In one case, carbon emissions
from train travel have been estimated to be 90% lower than a flight of
the same distance.
Example Actions: Incentivizing train or carpooling; increasing visibility and
use of OSU ride-share site; reimburse carpooling
Emissions Source: Air Travel, Strategy 1, Action 1
Increase reimbursements for travel by train
Estimated Reduction:
Estimated Cost:
Cost per t CO2e mitigated
Auxillary Benefits:
Increased awareness to effects of air travel,
increased productivity, reduced travel stress
Case Studies from other Institutions:
Financing Mechanisms:
115 t CO2e
$10,000
$87/t CO2e
to-be added
to-be added
*Note: This is an example of an action that will be included in the full action list in the implementation plan.
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Strategy 2:
Restrict air travel (or reimbursements) in certain cases
In some cases a restriction on travel (or on personal reimbursements)
may be necessary to reduce emissions from air travel to our reduction
goal levels. While this could be contentious, information about
productivity, actual time commitments of flying, and carbon intensity
could alleviate some potential roadblocks.
Example Actions: Eliminate or reduce reimbursements for flights less
than 150 miles from point of origin; no athletic or student group air travel
for trips less than 250 miles from point of origin
Strategy 3: Encourage use of alternatives to travel (technologies like
teleconferencing etc.)
While there are many cases where in-person attendance is required,
there are many technologies available that allow us to shrink our world.
These technologies could reduce travel time while still providing the
desired level of interaction.
Example Actions: Provide teleconferencing technology to entire campus
community
Strategy 4:
Minimize climate impact of air travel
In the cases where there is no alternative to air travel, we should strive to
reduce the impacts of those flights wherever possible.
Example Actions: Encourage purchases from airlines with lowest
emissions per mile
Strategy 5:
Offset remaining emissions from air travel
There will still be emissions resulting from air travel for the foreseeable
future even if unnecessary air travel is eliminated and climate impact of
air travel is reduced. In this case, carbon offsets will be necessary to
reduce emissions from this source to our reduction goal level.
Example Actions: Include cost of carbon offset in price of all tickets
3.3.2 Stationary Sources
REDUCTION GOAL:
By 2012, reduce net emissions from stationary sources to
no more than 45,000 t CO2e
Goal Overview:
In FY08, emissions from stationary sources was the 2nd largest source of net emissions
for OSU, contributing nearly 35,000 t CO2e. Fossil fuel use for stationary sources has
22
grown by 12% since 1998, the oldest year with intact data. The vast majority (over 95%)
of emissions in this category are a result of the combustion of natural gas to make
steam for the central heat plant. Due to the Energy Center, a cogeneration facility that
will become operational in early 2010, natural gas consumption is expected to increase
by more than 15%. If OSU instead aims to meet state goals (10% below 1990 levels by
2020), no more than 45,000 t CO2e resulting from stationary sources should be emitted
in FY20.
Impact to Stakeholders:
Nearly all members of the OSU community depend on these stationary sources to heat
(or in some cases, cool) their buildings, labs or classrooms. It is desirable that these
end-users would not notice any change resulting from carbon mitigation measures
relating to the central heat plant or other stationary sources. Facilities Services
personnel, including heat plant staff, energy management technicians, steamfitters and
others, would likely be most affected by changes to the current system. Their buy-in
and expertise would be invaluable for any lasting and significant mitigation measures to
occur. NW Natural, Amerigas, Carson Oil and other vendors of fossil fuels may be
affected as well.
Summary of Stationary Sources Emissions Reduction Strategies
Strategy 1:
fossil fuels
Increase efficiency of the generation systems that derives energy from
Increasing the efficiency of the current steam generation system is a costeffective way of mitigating carbon emissions. Associated cost-savings
could be significant.
Example Actions: Boiler retro-commissioning project; strengthen
preventative maintenance program for boilers and turbines
Strategy 2:
fossil fuels
Strategy 3:
Increase efficiency of distribution system that delivers energy from
Once steam has been generated, it must also be distributed across
campus. This complicated system consists of numerous pumps, heat
exchangers, radiators, valves, tanks, and more. Increasing the efficiency
of the distribution system will reduce emissions economically and reduce
energy expenditures.
Example Actions: Insulate steam and hot water piping; repair and
maintain condensate system
Decrease user-end consumption (conservation)
Decreasing user-end consumption is a low-cost method of reducing
carbon emissions resulting from the combustion of fossil fuels.
Example Actions: Adjust building heating and cooling setpoints; adjust
equipment timing; educate building occupants on best practices and
efficient products
23
Strategy 4:
Minimize climate impact of stationary sources through use of
technologies and alternative fuels
Once efficiency measures are in place and overall consumption has been
reduced, emissions from stationary sources will still be considerable
assuming fossil fuels are still the primary source of energy. By utilizing
alternative fuels and technologies, emissions from stationary sources
could be reduced significantly further.
Example Actions: Increase use of less carbon intense biofuels; Implement
geothermal heat pumps or solar hot water systems
Strategy 5:
Offset remaining emissions from stationary sources
While it is possible to completely eliminate emissions resulting from the
combustion of fossil fuels at stationary sources, this may not be the most
cost-effective option. Offsets will likely be a part of any carbon reduction
plan, and may be the best option once other mitigation strategies have
reached the point of zero net marginal returns. However, offsets have
little to no educational, cost-saving or behavioral change benefit.
Example Actions: Purchase RECs to offset electricity generated from
natural gas at Energy Center
3.3.3 Electricity
REDUCTION GOAL:
By 2012, reduce net emissions from electricity to no more
than 500 t CO2e
Goal Overview:
In FY08, gross emissions from electricity generation and distribution was the
largest source of emissions for OSU, contributing over 85,000 t CO2e. However,
due to the large purchase of renewable energy credits (RECs) funded by studentendorsed ‘Green fee’, net emissions for electricity just over 32,000 t CO2e.
Electricity use has grown by 19% since 1998, the oldest year with intact data.
Emissions from electricity are expected to decrease by 50% over the coming
years as a result of the Energy Center. If OSU instead aims to meet state goals
(10% below 1990 levels by 2020), no more than 500 t CO2e resulting from
electricity should be emitted in FY20.
Impact to Stakeholders: To-be added
Summary of Electricity Emissions Reduction Strategies
Strategy 1:
Increase efficiency of electrical system
24
Efficiency and conservation projects are arguably the most cost-effective
way to reduce emissions. Not only are total emissions reduced, but each
kilowatt saved is one we do not need to purchase or generate. Efficiency
projects provide more light, heating, cooling or ventilation per unit of
energy.
Example Actions: Lighting retrofits; install variable-frequency drives
(VFDs); retro-commissioning building systems
Strategy 2:
Decrease user electricity consumption (conservation)
Working hand-in-hand with efficiency upgrades would be projects or
policies that decrease electricity use. Conservation projects are relatively
low-cost and impart long-lasting educational and behavioral benefits.
Example Actions: Install occupancy sensors; require stringent computer
and printer power management; conduct energy campaign/competition
Strategy 3:
Minimize climate impact of electricity generation and distribution
Even with all electrical systems functioning at top efficiency and no
unnecessary electricity being used, emissions from electricity would still
exist in our current system. Example Actions: Install photovoltaic (PV)
panels; require that our utility use more low-carbon sources in its power
mix
Strategy 4:
Offset remaining emissions from purchased electricity
Until all electricity is generated from zero-carbon sources, there will be
emissions resulting from electricity generation. RECs or other forms of
offsets will likely be a major part of any carbon neutrality strategy.
Example Actions: Increase student purchase of RECs to offset emissions
from purchased electricity
3.3.4 Ground Transportation
REDUCTION GOAL:
By 2012, reduce emissions from ground transportation to
no more than 11,500 t CO2e
Goal Overview:
In FY08, emissions from ground transportation contributed almost 12,000 t
CO2e. Emissions from student and employee commute, fleet, athletic bus travel,
rental car mileage, and personal vehicle mileage used for business purposes are
included in this category. Emissions from this category have increased by 13%
since 2004, the oldest year with intact data. Some of this increase represents
actual growth, while some is a result of improved data collection. Additionally,
there are known sources that have not been captured in past inventories,
athletics travel reimbursement for example, so actual emissions from this
category may increase further. If OSU instead aims to meet state goals (10%
25
below 1990 levels by 2020), no more than 11,500 t CO2e resulting from ground
transportation should be emitted in FY20.
Impact to Stakeholders: To-be added
Summary of Ground Transportation Emissions Reduction Strategies
Strategy 1:
Encourage alternative modes of transportation/commute (reduce the
number of vehicle miles driven)
For ground transportation, like the other categories, the most costeffective method of reducing emissions is to stop them from being
emitted in the first place.
Example Actions: Increase bicycle parking; strategically site operations
staff to reduce van miles; actively promote ridesharing
Strategy 2:
Minimize climate impact of ground transportation when driving
There is only so much that can be conserved; at some point, people must
drive to fulfill job requirements. Emissions resulting from driving can be
reduced for these cases
Example Actions: Incentivize use of electric vehicles for commute;
encourage use of biofuels
Strategy 3:
Offset remaining emissions from ground transportation
Our current transportation system is heavily reliant upon fossil fuels.
While there is some movement towards alternative technologies like fuel
cell or electric vehicles, these vehicles currently make up a minute
fraction of the fleet. If overall mileage driven is reduced and the climate
impact of that driving is minimzed, there will still be a significant
emissions portfolio for driving. In this case, it may be necessary to
purchase offsets to bring emissions from ground transportation into line
with goals described here.
Example Actions: Require purchase of carbon offset to receive travel
reimbursement
3.3.5 Agriculture
REDUCTION GOAL:
By 2012, reduce emissions from agricultural activities to no
more than 2,150 t CO2e
Goal Overview:
In FY08, emissions from agriculture contributed almost 2,400 t CO2e. These
emissions mainly resulted from the digestive processes of livestock and the
26
fertilization of crops with synthetic fertilizers. Emissions from this category have
increased by 26% since 2004, the oldest year with intact data. Some of this
increase represents actual growth, while some is a result of improved data
collection. If OSU instead aims to meet state goals (10% below 1990 levels by
2020), no more than 2,150 t CO2e resulting from agriculture should be emitted
in FY20.
Impact to Stakeholders:
Summary of Agriculture Emissions Reduction Strategies
Strategy 1:
Minimize climate impact of animal husbandry
Animal husbandry is a multibillion-dollar industry and there is continual
need for research, education and training related to it. For this reason,
there is little chance that the herds and flocks of OSU will disappear
anytime soon. These animals will also continue with their biological
processes, regardless of the climate impacts of those processes.
Example Actions: Tune animal diets to reduce methane emitted from
livestock; improve manure management practices
Strategy 2:
Minimize climate impact of crop cultivation
While the physical growth of crops is assumed to be carbon neutral (or
even a carbon sink), the synthetic inputs, mainly fertilizer, do have
significant climate impacts. Some argue that the emissions from fertilizer
are offset by the increased CO2 uptake by plants, but there is not enough
conclusive evidence for all types of crops to make that assumption here.
Example Actions: Encourage use of compost or other low emissions
fertilizer; increase efficiency of fertilizer spreading on fields using GPS
Strategy 3:
Offset remaining emissions from agriculture
Even with proper diet, manure management and low climate impact
fertilizer, it is likely that some emissions related to agriculture will exist
for some time. Offsets may be necessary in this category to achieve goals
or attain climate neutrality.
Example Actions: Require any department that owns livestock to
purchase offsets
3.3.6 Solid Waste
REDUCTION GOAL:
By 2012, reduce emissions from solid waste to no more
than 300 t CO2e by 2020
Goal Overview:
27
In FY08, emissions from solid waste contributed more than 350 t CO2e. These
emissions resulted from methane released from OSU’s landfilled waste. Though
the quality of our historical solid waste data is unknown, the amount of landfilled
solid waste appears to have stayed consistent over the years. This can be
attributed to the rise in enrollment, coupled with higher recycling rates.
Historically, all of OSU’s solid waste has been landfilled at Coffin Butte landfill,
where since 1995 methane has been captured and used to generate electricity.
This technology drastically reduces OSU’s emissions from solid waste, but
reduction of the overall waste stream is necessary as well to meet goals. If OSU
instead aims to meet state goals (10% below 1990 levels by 2020), no more than
300 t CO2e resulting from solid waste should be emitted in FY20.
Impact to Stakeholders: To-be added
Summary of Solid Waste Emissions Reduction Strategies
Strategy 1:
Decrease size of waste stream (or Encourage alternatives to landfill)
While the management of our waste produces emissions that are
relatively low, climate-altering compounds are emitted nonetheless.
Example Actions: Promote recycling through competitions; eliminate
trays in dining centers; compost all compostable materials on-site.
Strategy 2:
Minimize climate impact of solid waste
With our landfill already generating electricity from methane at the site,
options to lessen climate impact of solid waste are few and potentially
costly.
Example Actions: Work with waste hauler to improve efficiency of system
Strategy 3:
Offset remaining emissions from solid waste
As is the case with many of the other categories, it is likely that there will
continue to be emissions from solid waste for the foreseeable future.
Offsets may be the most cost-effective option by which to reduce
emissions from solid waste to the necessary levels.
Example Actions: Require departments that produce large amounts of
waste to purchase carbon offsets
3.3.7 Refrigerants
REDUCTION GOAL:
By 2012, reduce emissions from refrigerants to no more
than 300 t CO2e by 2020
Goal Overview:
In FY08, emissions from refrigerants contributed more than 250 t CO2e. These
emissions resulted from the escape of refrigerants into the atmosphere, mainly
28
from refrigeration equipment. In 2004, emissions from refrigerants were nearly
10x as high as they are today. This reduction may be due in part to governmental
regulation of refrigerants, as well as thoughtful action on the part of Facilities
Operations. Some of the decrease may be pure coincidence however, as
emissions from refrigerants vary wildly between years. If OSU instead aims to
meet state goals (10% below 1990 levels by 2020), no more than 300 t CO2e
resulting from refrigerants should be emitted in FY20.
Impact to Stakeholders: To-be added
Summary of Refrigerants Emissions Reduction Strategies
Strategy 1:
Encourage alternatives to refrigerants
By reducing the amount of climate-impacting refrigerants in use, the
chances of leaking and maintenance-related issues are reduced.
Example Actions: Promote use of air, water or geothermally-cooled
equipment
Strategy 2:
Lessen climate impact of refrigerants
There will be cases where there is no suitable alternative to climatealtering refrigerants; in these cases, the impact of refrigerants must be
reduced.
Example Actions: Encourage use of low global warming potential (GWP)
refrigerants; ensure preventative maintenance regime is followed on
refrigerant-containing equipment
Strategy 3:
Offset remaining emissions from refrigerants
Eventually a point will be reached where alternatives to climate-altering
refrigerants and reduction of their impacts no longer is cost-effective.
Example Actions: Purchase carbon offsets that are generated as a result
of reducing emissions related to refrigerants
3.3.8 Emissions Sources Not Included In the ACUPCC
REDUCTION GOAL:
By 2012, begin to measure and reduce where possible
emissions from sources not included in the scope of the
ACUPCC.
Goal Overview:
There are a number of emissions sources that the ACUPCC does not require
signatories to report on or mitigate emissions from. They include emissions
from:
 Water treatment and distribution
29
 Lifecycle of purchased goods
 Construction
 Long-distance student travel
Impact to Stakeholders: To-be added
Summary of ‘Other’ Emissions Reduction Strategies
General Strategies for ‘Other’ emissions sources
Strategy 1:
Make current process more efficient
Strategy 2:
Reduce demand
Strategy 3:
Lessen climate impact of activity
4. Policies
Focused actions and projects are the best way to reduce emissions. A brief list of
sample current actions is included below in each of the respective emissions categories.
A complete list of current and proposed actions will be detailed explicitly during climate
plan implementation.
While these focused actions and projects are integral if we hope to reduce our climate
impact, a number of high-level documents and policies also have significant impact.
3.4.1 Current Policies
Facilities Services’ Construction Standards
For any type of construction performed at OSU, there is a detailed set of instructions
found in the Construction Standards, which governs the type of equipment to be
installed, how it is installed, and how it is maintained. By continually revising the
Construction Standards and keeping energy and resource efficiency as primary tenets of
the Standards, construction projects should effectively work toward reducing climate
impacts.
State of Oregon Policy 125-6-010: LEED-equivalent standards for state buildings
All new construction or renovation of state buildings must meet the State of Oregon
version of US Green Building Council’s LEED Silver standard. This policy reduces costs of
getting true LEED certification, but forces building designers to seriously consider the
impacts that buildings have in relation to energy and resources.
30
3.4.2 Future Policies
OSU Energy Efficiency and Resource Conservation Policy
Currently undergoing extensive revisions, this policy will act as a guide and reference to
students, staff, and faculty. It details priorities and responsibilities of the institution and
the occupant in regards to lighting, building temperature set-points, computer power
management settings, transportation and other areas. Once approved, the effects
should be widespread and lasting. This policy is expected to be in place by the end of
the 2009-2010 fiscal year.
5. Progress Tracking and Reporting
The ACUPCC requires signatories to include “mechanisms for tracking progress on goals
and actions” within their climate plans. Each year beginning in October or November
2010, OSU will begin including Climate Plan implementation details in the university’s
annual greenhouse gas inventory report. This report will become the overarching
report of OSU’s climate-related activities from the previous fiscal year, combining
findings of the greenhouse gas inventory with progress on actions toward climate
neutrality. To track implementation and results of actions, a matrix will be created to
capture estimated costs, savings and emissions reductions. This document will be
continually updated and available online.
The ACUPCC encourages signatories to reevaluate their plans at least every other year.
Modifications to the plans are allowed, though revised plans must be submitted and the
reasons behind changes described. Any updates to OSU goals, strategies and actions
will be detailed in the annual inventory report, which will be available online.
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Education and Engagement
Strategic Connections
OSU has achieved far-reaching recognition for outstanding experiential learning
opportunities for students, including the innovative Student Sustainability Initiative, an
entirely student led, student organized, and student funded organization; installing
unique technologies like exercise equipment that generates electricity fed into OSU
buildings; and a myriad of other groups organized around sustainability/environmental
issues, such as the Global Environmental Change Organization, a graduate student-led
group devoted to climate change issues.
The OSU Extension Service addresses the cultural dimensions of Oregon communities
and leadership through statewide Extension programs, and had the first Sustainable
Living program in the United States. The existing and widespread network of Extension
connections facilitates the rapid dissemination of novel programs and new approaches
that will help establish and maintain healthy urban and rural populations.
As stated in the Education for Climate Neutrality and Sustainability: Academic Guidance
for ACUPCC Institutions, signatory institutions to the American College and University
Presidents Climate Commitment must:
 make climate neutrality and sustainability a part of the curriculum and other
educational experience for all students
 develop a means of reviewing progress and expanding reach over time
Reflecting overlap between OSU’s institutional principles and the tenets of the American
College and University Presidents’ Climate Commitment, the newly created Phase II of
the OSU Strategic Plan forms a strong platform for this section of OSU’s Climate Plan.
Strategic Plan Phase II goals One and Two specifically impact Education and Engagement
at OSU:
1. Provide outstanding academic programs that further strengthen performance
and pre-eminence in the three Signature Areas of Distinction.
2. Provide an excellent teaching and learning environment and achieve student
access, persistence and success through graduation and beyond that matches
the best land grant universities in the country.
As noted above, the Ecosystems Signature Area is OSU’s opportunity to create superior
learning opportunities for students by:
Improving the understanding of the earth ecosystems upon which all life depends, and
promoting their sustainability through high-impact public policy involvement with issues such as
climate change, food security and safety, renewable energy production, and economically viable
natural resource management
32
Supporting Activities for Education and Engagement
This section contains Goals, Strategies and sample Actions that support the direction of
the OSU Strategic Plan, but were not part of the same planning process. The elements
presented here are based on campus community input relevant to Education and
Engagement climate planning.
The process of developing these goals, actions and strategies involved small workgroups
of volunteers who ranged from graduate students, to teaching faculty to university
administrators. To minimize the amount of time contributors spent in meetings, the
bulk of the development work fell to the staff of the OSU Sustainability Office.
Refinement of ideas and documents also occurred electronically between and during
meetings in a collaborative electronic workspace that was set up to facilitate
brainstorming,
Announcements were distributed campus wide prior to a climate planning kickoff
meeting which was attended by 14 people. This event built on work that had started in
the summer of 2008 with a group of graduate students from the Global Environmental
Change Organization (GECO), who reviewed and benchmarked other climate plans to
find themes that would apply to OSU.
5.1 Experiential and Applied Learning
Goal 1: OSU students at all levels have in-depth experiential and applied learning
opportunities and are aware of these of opportunities.
Strategy 1: Engage existing student groups in campus operations activities that enhance
their understanding of energy conservation, renewable energy, and climate issues.
Action 1: By fall 2009, complete implementation of the student-administered
Sustainable Energy Revolving Loan Fund approved by students in spring 2009.
This fund, infused with $100,000 per year for 5 years starting in fall 2009, will
fund conservation/efficiency and renewable energy projects on the OSU campus.
Savings from projects will replenish the fund.
Strategy 2: Increase number of paid internships and student worker positions with
campus departments and community organizations
Action 1: By winter 2010, develop collaborative list of campus and community
sustainability organizations with internship opportunities. Post list online and
with OSU Career Services. Linked with Engagement Goal 2.
Action 2: By spring 2010, strengthen hiring and marketing process for paid
positions within the Student Sustainability Initiative
Strategy 3: Promote student involvement in and exposure to OSU sponsored research
related to sustainability, environmental issues, climate change, etc.
33
Strategy 4: Provide students unpaid opportunities to learn about and participate in
activities for extra credit, curricular requirements, and community service contribution.
5.2 The Classroom Experience
Goal 1: Make sustainability and climate change issues part of the classroom experience
for all students
Strategy 1: Incorporate elements of climate and/or sustainability into all fields of study.
Action 1: Continue development of a sustainability double degree, or similar
degree or minor programs
Action 2: Institute an environmental literacy requirement so that all students
who graduate from OSU have some exposure to sustainability concepts
Strategy 3: Make students aware of existing class offerings related to climate
Action 1: In fall 2009, the Sustainability Office will build on the Institute for
Natural Resources sustainability inventory and publish current course offerings
and work with academic departments to keep the results current over time.
Strategy 4: Encourage and provide resources to faculty to incorporate material on
climate change in their curriculum. Linked with Employee Development Goal 2.
Action 1: Pilot integration of external resources, such as Northwest Earth
Institute discussion course material, into specific OSU courses. Explore holding
courses outside regular structured class time if beneficial.
Goal 2: Students seeking a deeper understanding of climate and sustainability issues
gain in-depth exposure to sustainability and climate issues by combining a deep as well
as broad understanding of those issues.
Strategy 1: Students and faculty have access to in-depth sustainability and climate
related learning and service opportunities around which the classroom experience
occurs.
Action 1: By June 2010 academic year, the Sustainability Office will create and
maintain a menu of existing service learning opportunities that foster a deeper
understanding of sustainability and climate change.
Action 2: Starting in fall 2009, the Sustainability Office will begin working with
academic departments to increase the number of service learning opportunities
that foster a deeper understanding of sustainability and climate change.
Action 3: In fall 2009, involve at least one undergraduate course section in the
creation of the FY09 greenhouse gas inventory report.
Strategy 2: Create case studies of early efforts at the unit level that can be used by other
OSU units as models for how to integrate sustainability into curriculum. These case
studies can include examples of ways to integrate sustainability into strategic plans,
syllabi for sustainability courses, etc.
2.3 Campus and Community Engagement
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Goal 1: Students, particularly freshman and transfers, are aware of and utilize campus
and community climate- and sustainability-related resources at OSU and in Corvallis. Life
skills are enhanced by direct engagement with these resources.
Strategy 1: Utilize student orientation events as outreach opportunities
Action 1: Host information tables at events: START, Beaver Fair, etc.
Action 2: By fall 2010, begin regular tours of campus and community green
features and destinations.
Goal 2: Connections between Corvallis/surrounding communities and OSU is
strengthened in order to deal with pressing global climate issues.
Strategy 1: Community members are aware of and given reasonable access to
university experts and specialists.
Action 1: Expand and keep updated a comprehensive list of university faculty
expertise organized by topic area.
Strategy 2: OSU departments and community groups are connected with student
organizations in order to facilitate internship, volunteer, and work opportunities. Linked
with Experiential and Applied Learning Goal 1.
Strategy 3: OSU offers a variety of climate-related events and speakers at its facilities
throughout the state.
Action 1: OSU institutionalizes or systematically maintains and increases the
number of publicly-available climate- and sustainability-related lecturers
2.4 Employee Development
Goal 1: A complete and comprehensive inventory of existing employee development
opportunities that move OSU toward climate neutrality is up to date and available
online.
Goal 2: As it relates to their field(s) of expertise, faculty and staff have adequate training
and professional development opportunities around issues of climate and sustainability.
Linked with Classroom Experience Goal 1, Strategy 4.
Strategy 1: Create a fund and allocation process for faculty development and training on
sustainability principles relevant to faculty’s field of expertise or study, or that supports
employees’ volunteer activities.
Action 1: Pilot employee development via Northwest Earth Institute course
delivery. Distribute information on courses through offices of Training &
Professional Development, Community and Diversity, and departmental trainings
and meetings. http://oregonstate.edu/admin/hr/training_dev.html Get
trainings onto central training calendar.
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Goal 3: Faculty and staff actions in the workplace support OSU’s institutional movement
toward climate neutrality
Strategy 1: increase employee awareness of possible workplace sustainability practices,
as well as the resources (people, training, tools, etc) available to employees that will
help them operate their workplaces in way that reduces climate emissions.
Action 1: starting in 2010, reach out to employees at all large employeeoriented events possible, such as University Day and Training Days.
Action 2: by fall 2009, create a list of employee organizations with which to
network on an ongoing basis, like labor unions, Association of Office
Professionals, Professional Faculty Leadership Association and others. Establish
relationships starting in 2010.
Action 3: Create a “sustainable solutions” type award to recognize faculty and
staff for great ideas or contributions (similar to program at U of FL.)
Action 4: Encourage all departments to have their workspace undergo a
sustainability audit.
Strategy 3: Partner with other organizations to offer low cost training options.
Action 1: Use Oregon Dept. of Administrative Services electronic training
modules for state agency employees.
Tracking Progress
The ACUPCC requires campuses to review progress and expand reach over time. The
OSU Strategic Plan provides a solid foundation on which to expand reach of institutional
efforts related to climate and sustainability. However, additional steps are needed in
order to monitor progress.
As such, a reporting framework is needed to track progress toward the strategic and
specific efforts toward climate neutrality. The ACUPCC requires measuring and
reporting greenhouse gas emissions every two years. OSU has committed to measuring
and reporting emissions every year. In concert with annual reporting of greenhouse gas
emissions, the OSU Sustainability Office will expand the greenhouse gas inventory
report to include specific progress toward elements of the climate plan. This aligns with
past inventory reports which have included information on progress to date of all
aspects of the ACUPCC, not just measurement and reporting greenhouse gas emissions.
A detailed set of metrics will continue to be developed, and will appear as part of the
Climate Plan implementation. Each strategy-level item in the three climate plan
chapters are structured so that success is measureable. Certain metrics, like number of
courses relating to sustainability or climate change, and number of sustainability-related
events and student groups are tracked but not reported on as of yet. The annual
climate plan update and greenhouse gas inventory report will include more robust
reporting of both existing and new metrics.
36
Research
Strengths
Across many climate-related disciplines, OSU research strengths run deep. The Carnegie
Foundation ranked OSU in its "very high research activity" tier, making it one of only 96
universities in the United States to earn that rating. In 2008-2009, OSU researchers had
another record year in sponsored research in which their programs were awarded $253
million. Additionally:



Oregon State University ranks first in the nation in the frequency that its
research in Agricultural Sciences is cited in peer-reviewed articles, according to
Science Watch.
Oregon State ranks sixth in the United States in the number of times its research
in Geosciences is cited in peer-reviewed articles.
OSU ranked No. 9 worldwide in the frequency that its faculty members'
published research is cited by other researchers
With many research activities occurring at great distances from the main campus in
Corvallis, and because of Oregon’s coastal – rather than central – location in the United
States, air travel is expected remain a necessary transportation mechanism for a
considerable number of faculty. As shown in the Infrastructure chapter, a substantial
amount of OSU’s greenhouse gas emissions are generated from air travel.
While today no recognized protocols exist for measuring and attributing the benefits of
research activities that reduce global greenhouse gas emissions, OSU intends to explore
ways to claim valid quantitative recognition for the real reductions in emissions that
result from OSU research activities. OSU will move toward adopting, as appropriate,
protocols and standards as they are developed. And of course, all travelers will be
encouraged to consider alternatives to air travel.
Strategic Connections and Signature Research
OSU’s proficiency in climate change and emissions mitigation research stems from the
university’s roots in natural resources expertise and its land, sea, space and sun grant
basis. This foundation is combined with new partnerships with other Oregon research
universities, the private sector and state and federal agencies. These partnerships form
the Signature Research Centers.
The three Signature Research Centers include:
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Oregon Nanoscience and Microtechnologies Institute (ONAMI)
ONAMI has been revolutionizing how universities collaborate on research for Oregon’s
emerging industries. ONAMI has led to new business ventures at the Microproducts
Breakthrough Institute; core initiatives developed at OSU include the OSU Materials
Institute and the environmental health and safety initiative on safer nanomaterials.
Oregon Translational Research and Drug Discovery Institute (OTRADI)
OTRADI’s focus is on infectious disease research and creating infrastructure for
screening novel therapeutic targets, spurring access to collections of potential drugs and
guide promising compounds towards commercialization. OSU’s collaborators are the
Oregon Health & Science University, Portland State University and the University of
Oregon, and Corporate partnerships with SIGA Technologies, Bend Research, and
others.
Oregon Built Environment and Sustainable Technology (Oregon BEST)
Boosted with funds from the Oregon University System, BEST’s mission is to catalyze
and develop Oregon’s leadership in sustainability research. The focus is on “clean
technology” for everything from renewable building materials and energy to
wastewater systems and bioproducts. OSU is collaborating with Portland State
University, the University of Oregon, and the Oregon Institute of Technology.
The OSU Strategic Plan refocuses OSU on its core strengths and three Signature Areas of
Distinction. The first such area, Advancing the Science of Sustainable Earth Ecosystems,
particularly speaks to the vision of maintaining and enhancing OSU’s natural resources
focus.
As stated in the OSU Strategic Plan Phase II, institutional focus since 2004 has:
…resulted in greater interdisciplinary collaboration, scholarly achievement, and external impact,
including the development of new institutes and centers targeted at such critical issues as water
resources and climate change.
Since the development of the 2004 Strategic Plan, investments in and attention to OSU’s
thematic areas has resulted in the development of new institutes and centers targeted
at such critical research issues as water resources and climate change.
A prime example of the increased institutional focus on climate change is the new
Oregon Climate Change Research Institute (OCCRI), an Oregon University System
institute housed at OSU that is charged with networking researchers, serving as a
clearinghouse for climate information and providing climate change information to the
public. OCCRI will also support the Oregon Global Warming Commission in developing
strategies to prepare for and to mitigate the effects of climate change and provide
38
technical assistance to local governments to assist them in developing climate change
policies, practices, and programs.
Strategic Plan Phase II continues to encourage large scale inter-institutional research
and development efforts such as OCCRI, and focuses interdisciplinary scholarly activity
on the most pressing regional, national and global issues.
Other existing research activities and strengths include:
 Alternative Energy and Energy Systems, including wave energy and biomass
 Co-product development, such as enzymes, pharmaceuticals and natural crop
control chemicals, and structural materials that can be obtained from locally
available crops and plants
 Solar energy, including new photovoltaic compounds that can absorb more light,
as well as oxides that can replace the current mainstays of silicon and cadmium
 Examining the effect of haze and clouds on climate change using satellite data
In June 2009, the Institute for Natural Resources (INR) completed an inventory of
sustainability-related activities at OSU: Sustainability at Oregon State University. Based
on a review of college and department based research focus areas, INR identified six
categories of OSU research where sustainability is emphasized. For a full explanation of
the six categories, and a list of examples of research activities, please see the full report,
linked above.
During Fiscal Year 2007, projects within OSU’s six sustainability strengths, were
overwhelmingly funded by federal agencies, with the exception of rural communities, in
which funds primarily came from state agency sources of funding.
Sustainability Research Strengths
Funding Amount
Alternative Energy and Energy Sources
Blue Sustainability
Climate
Green Sustainability
Materials, Practices, and Technologies
Rural Communities
Total
$ 5,242,954
$ 54,646,393
$ 20,239,141
$ 46,275,998
$ 21,424,186
$ 5,634,617
$153,463,289
Table x: Fiscal Year 2007 Funding for grants and contracts
College of Agricultural Sciences
(2004)
based on
Sustainability Strength
o The Oregon Agricultural
Source:
Experiment
Institute Station
for Natural
plans
Resources
and carries out its work in the
agricultural, biological, social, and environmental sciences. Its director is also the
dean offunded
the College
of Agricultural
Sciences.
Research is of
targeted
improve relates to
For research
during
FY07, almost
three-quarters
OSU’storesearch
Oregon’s economic, social, and environmental well-being and sustainability…
sustainability.
For more details, please see Tables 6 and 7 in the INR report, listing
o As part of its Vision. The Oregon State University College of Agricultural Sciences
department
and college
research
focus areas.
departmental research
is a responsive
forcelevel
for: fostering
economic
growthThirty-four
and sustainability…
focus areas cross two or more the six research strength areas.
College of Business Strategic Plan (February 2007)
o Strategic Initiative – Entrepreneurship and Innovation. Provide expertise and
39
knowledge in developing sustainable business practices and new products,
processes and organizational forms.
o Desired Capabilities – Education Programs. We offer high quality business
education integrating information technology, ethics, sustainability, the global
In support of the Strategic Plan Phase II goals, several strategic initiatives have been
identified. One such initiative is to increase total grants and contracts to expand the
impact of research on scholarship and the creative work of faculty, and enhance
partnerships with the business and corporate sector, other universities and associations,
and non-profit and non-governmental organizations.
Research Funding
Demonstrating and Advancing OSU’s Climate-related Research
Of the $xxx million of sponsored research in 2008-2009, nearly $xxx million came from
federal competitive grants from agencies such as the National Science Foundation, the
National Institutes of Health, the Department of Agriculture and the Department of
Energy. OSU continues to strengthen collaborative relationships with these and other
agencies in an effort to enhance research funding. Because of a high reliance on federal
funding, OSU research activities will continue to mirror the ebb and flow of interest in
climate issues from federal agencies in these areas.
In addition to allocations from federal agencies, OSU occasionally pursues federal
appropriations requests for scholarly research, proposals for training and instruction or
technology and equipment. By seeking a variety of federal funding for these types of
projects, OSU is committing to a significant level of future research into climate-related
issues.
As seen by the research activities categorized above, sustainability and climate related
research represents a large portion of overall research at Oregon State. OSU’s natural
resources expertise supports its competitiveness with respect to external funding and
open solicitations for climate related research. For internally funded research activities,
the OSU Research Council advises allocation of funding for scholarly research. The
recent increase in climate-related research is largely due to growing requests from
faculty for such funding. Because OSU’s research priorities are based on – and expected
to advance – the university’s Strategic Plan, it is expected the trend toward more
climate and sustainability related research will continue.
Nonetheless, existing funding sources and mechanisms may not fully provide the range
and depth of funding necessary to promote excellence in climate-related research. As
such, the campus community identified several strategies to enhance funding for
climate and sustainability research. Goal 3 in Supporting Activities below lists those
strategies.
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Future OSU Research Activities
OSU will continue to capitalize on its broad strengths in technology, engineering, science
and business to pursue breakthrough advances in renewable and alternative energy,
green building technology, and resource and enterprise sustainability. Several
alternative energy companies have recently emerged from OSU, and energetic linkages
between business, engineering, and science-dependent colleges are giving rise to new
degree programs, strategic partnerships with corporations, and acceleration in the
process of bringing discoveries to market. All these activities create advanced learning
opportunities for students.
As detailed above in the Climate Plan introduction, several OSU colleges have identified
research priorities as they relate to climate and sustainability in addition to the goals
outlined in the university Strategic Plan. In particular, OSU’s College of Oceanic and
Atmospheric Sciences has a stated goal to
“…ensure the long-term ecological and economic sustainability of our region through
fundamental research, technology development, and the creation of meaningful partnerships
within the University, with government agencies at all levels, and with the private sector.”
Supporting Activities for Research
Goal 1: Stakeholders (including existing and prospective students, federal and state
agencies, Oregon citizens, etc) are aware of and, when appropriate, connected to
existing climate change and sustainability-related research and the personnel behind
this research.
Strategy 1: Incorporate marketing aspects of sustainability and climate research as part
of OSU’s integrated marketing campaign.
Strategy 2: Institutionalize tracking sustainability and climate-related research
activities.
Action 1: Improve electronic documentation and communications about existing
research activities.
Action 2: Enhance communication amongst internal OSU stakeholders by
convening one or more cross-disciplinary groups comprised of college
representatives who are knowledgeable of efforts in their units. These groups
can acts as the bridge to other interested parties in the private and public
sectors as well as with community members.
Action 3: involve where possible undergraduate students in research related
sustainability and climate issues.
Goal 2: Oregon citizens are aware of potential impacts of climate change and also aware
of ways to mitigate their contributions to climate change.
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Strategy 1: strengthen information availability to external audiences about regional
climate change impacts
Strategy 2: Study socio-economic issues in a global way, linking disciplines like
engineering, social science and natural sciences. Identify who understands these
linkages, and promote discussion and study amongst experts.
Goal 3: Enhance incentive funding to better enable faculty to do ‘top tier’ climate
change research
Strategy 1: Make available startup funds to build research and teaching programs.
When appropriate, target these funds toward new faculty.
Strategy 2: Increase internal funding available to match external funding sources.
Strategy 3: Reward and evaluate faculty for promotion and tenure based on
interdisciplinary (non-“silo”) activities.
Strategy 4: Create physical space that doesn’t isolate people and programs.
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